Integrating Early Childhood Development and Violence Prevention A Landscape Analysis: Networks, Campaigns, Movements, and Initiatives October 24, 2014 Cassie Landers Ed.D., MPH Mailman School of Public Health Columbia University Contents Executive Summary ....................................................................................................................................... 4 Key Findings: Interviews ........................................................................................................................... 4 Key Findings: Networks, Campaigns, and Initiatives ................................................................................ 6 Summary and Recommendations ............................................................................................................. 8 Introduction ................................................................................................................................................ 11 I: Key Informant Interviews ......................................................................................................................... 13 Emerging Trends ..................................................................................................................................... 14 Concerns and Reflections ........................................................................................................................ 16 Measuring Success in 2020: Five Benchmarks ........................................................................................ 17 Foundation Supported Activities ............................................................................................................ 18 II. Networks ................................................................................................................................................. 22 Overview ................................................................................................................................................. 22 Summary Tables ...................................................................................................................................... 25 III. Campaigns, Movements, and Advocacy Efforts ..................................................................................... 30 Overview ................................................................................................................................................. 30 Summary Tables ...................................................................................................................................... 34 IV. Initiatives ............................................................................................................................................... 38 Parenting Education ................................................................................................................................ 38 Health and Nutrition Services ................................................................................................................. 39 Early Learning Centers and Preschools ................................................................................................... 43 Comprehensive Multi-sector ECD Programs .......................................................................................... 43 Websites, Media, and Mobile Technologies ........................................................................................... 47 ECD Leadership: Capacity Building .......................................................................................................... 47 Child Development Tools and Measures ................................................................................................ 47 V. Summary and Suggestions for Moving Forward ..................................................................................... 53 Engaging Families with Young Children: The Power of Multiple Entry Points ........................................ 53 Building on and Enriching Existing Advocacy Campaigns and Knowledge Networks ............................. 56 Capacity Development and Creating Space for Innovation and Creativity............................................. 57 A Systems Approach: Fostering Linkages between Services, Systems, and Policies .............................. 58 Creating a Dynamic Global Learning Platform ........................................................................................ 59 Annexes ....................................................................................................................................................... 62 1 Annex I: Networks ................................................................................................................................... 62 1. Child Abuse and Neglect ................................................................................................................. 62 2. Early Child Development Networks ................................................................................................ 65 3. Forums ............................................................................................................................................ 71 4. Child Protection Networks .............................................................................................................. 73 Annex II: Campaigns, Movements, and Advocacy Efforts ...................................................................... 77 1. Campaigns ....................................................................................................................................... 77 2. Movements ..................................................................................................................................... 83 3. Advocacy ......................................................................................................................................... 88 Annex III: Initiatives ................................................................................................................................. 90 1. Parenting Education ........................................................................................................................ 90 2. Health and Nutrition ....................................................................................................................... 92 3. Preschools, Day Care, and Early Learning Centers .......................................................................... 94 4. Multi-sector Comprehensive ECD Programs ................................................................................... 96 5. Websites, Media, and Mobile Technologies ................................................................................. 101 6. Leadership and Capacity Building ................................................................................................. 104 7. Tools and Measurement ............................................................................................................... 107 2 List of Tables Table 1: Questions for Semi-structured Interviews Table 2: Individuals Interviewed Table 3: Foundation Priorities and Program Support Table 4: Child Abuse Prevention Networks Table 5: Early Childhood Development Networks Table 6: Early Childhood Forums Table 7: Child Protection Networks Table 8: Campaigns Table 9: Movements Table 10: Advocacy Table 11: Parenting Education and Health and Nutrition Interventions Table 12: Early Learning Centers and Preschools Table 13: Comprehensive Multi-sector ECD Programs Table 14: Websites, Media, and Mobile Technologies Table 15: ECD Leadership: Capacity Building Table 16: Child Development Tools and Measures 3 Executive Summary Early Childhood Development (ECD) programs promote healthy outcomes, supportive relationships, and positive learning experiences for young children during the first eight years of life. They are provided through a range of services delivery mechanisms with a range of proven effectiveness. Violence prevention (VP) interventions include a range of programs designed to prevent, and protect children from, “all forms of physical or mental violence, injury and abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse against human beings less than 18 years of age.” Recent violence prevention attention has focused on the social and neurological consequences of early “toxic stress” factors, and on the overlap between these two sectors. While there is considerable programmatic and strategic overlap, progress in achieving deeper and more sustainable impact by building synergy across the ECD and VP fields has been severely limited. Cross- sector collaboration has been hampered by several significant constraints including divergent definitions, tools, funders, and implementers. A changing programmatic landscape has been severely constrained by a lack of evidence and the few evidence-based programs that do exist often do not communicate their findings, or pursue integrated approaches. Despite these challenges, there is increasing commitment to integrating VP and ECD frameworks, programs, and policies. Practitioners from both fields have recognized with some degree of urgency the need to understand the components of effective interventions, to scaling up the delivery of integrated interventions within existing delivery channels, and to develop shared measurement frameworks. To better understand the landscape and support integrated efforts among